Using activity theory to understand the contradictions in an online transatlantic collaboration between student-teachers of english as a foreign language

Authors:
Victoria Antoniadou
Affiliations:
Department of language and literature education and social science education, building g5, universitat autònoma de barcelona, bellaterra (cerdanyola del vallès), 08193, barcelona, spain ...
Venue:
ReCALL - Special issue on CALL and CMC teacher education research
Year:
2011

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Abstract

This article describes the contradictions reported by student-teachers in Barcelona who engaged in telecollaboration with transatlantic peers via Second Life, during their initial training in Teaching English as a Foreign Language. The data analysis draws upon Grounded Theory and is theoretically informed by Activity Theory and the notion of contradictions. The study discusses technology-based, intra-and inter-institutional contradictions, their impact on the development of the telecollaborative activity, and outcomes in bolstering student-teachers' conceptual understanding of Network-Based Language Instruction.